Alexander Harvey IV Country Day School Advocate

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The Country Day School movement was one of the leading progressive educational initiatives of the 19th Century. A description like that might make it sound like an antique, a thing of the past, but thats hardly the case. Actually, the country day school model is very much alive and well, thriving at various campuses across the country. And it has a number of proponents who are held in high regard in educational circlesAlexander Harvey IV being only one of several examples.

Indeed, as a proponent of the country day school model, Alexander Harvey IV is tireless and passionate. His entire career as a school administrator has been in the service of country day schoolsand if you dont believe that, simply take a peak at his resume. Youll see that he started out as the middle school director of Charlotte Country Day School, then spent three years as the headmaster of Denvers Graland Country Day School. After that he was named headmaster of Alexandria Country Day School in Virginiaand he ended up spending ten years there.

But what is the country day school model, and why is Alexander Harvey IV such a firm advocate for it? The basic idea behind the country day school is to replicate all the benefits of a college preparatory boarding schoolbut also to allow kids to go home and see their parents and siblings at the end of the day. The notion is to combine academic rigor with a vibrant home lifeand also to emphasize character development, athletic and artistic growth, and camaraderie with other students.

Theyre called country day schools because, back in the day, they were established in the countrywhat wed call the suburbs todayin order to avoid the perils of big-city pollution, crime, and disease. Today, these schools can be found all over the countryliterally. Alexander Harvey IVs country day school career has taken him to North Carolina, Colorado, and Virginia, but you can find these institutes all over the place.

Less common are country day school enthusiasts as vocal and passionate as Alexander Harvey IVbut then, his work on behalf of this educational model is enough for several men, it seems sometimes. His career as a school administrator in a country day school setting is simply peerless; as long as the movement has advocates with his level of conviction, one suspects it will continue to grow and to thrive.

APRIL Education and Training in Sustainable Forest Management

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APRIL is one of palm oil companies in Indonesia that face deforestation accusation from Greenpeace, but the company answers the accusation with proofs of progress in sustainable forest management. The company has been among the most consistent among many palm oil giants in Indonesia that do continuous sustainable efforts in each stage of production, as well as restoring the damaged land and protecting existing forest areas that have high conservation value. The company also teaches the principle to local communities, spreading the knowledge and skill in sustainability around larger areas.

APRIL Education to Local Farmers in Sustainability
APRIL works together with independent oil palm farmers in its operation, and therefore, the farmers also get education and training in sustainability. For example, the company trains farmers how to open the land for plantation with methods that reduce the risk of forest fire as well as waste. Also, the farmers learn how to do farming with efficient waste management and even recycling efforts, which can improve productivity besides reducing waste.

Local farmers also get training and education in conservation, making sure that all oil palm farmers understand to apply and even have initiative in sustainable farming practices. As for local communities, APRIL also provides educational programs for locals to improve knowledge and bring ideas as well as initiatives to start sustainable small business or conservation-focused efforts in daily life, such as recycle and reuse in household activities. With these efforts, APRIL wants to make sure that the sustainability and conservation efforts are understood and spread by local communities.

Positive Results in Sustainability-Focused Programs
APRIL efforts in educating and training local communities and farmers have shown positive results. For example, the companys latest Stakeholder Advisory Committee reports showed that APRIL has managed to protect about 250,000 hectares of land with high conservation value. Also, the company has kept its commitment to plant about 150 millions of trees every year with the help of local communities. APRIL has also restored 40,000 hectares of damaged land and even acquired the right to restore lands in Kampar Peninsula and Padang Island.

APRIL has faced severe accusation from Greenpeace about deforestation, so the positive results in sustainability policies and programs are great answers from the company to the accusation. Also, the efforts of education and training for surrounding local communities make sure that the companys sustainable forest management efforts spread widely, improving positive results of conservation program in bigger areas with high conservation values.

Building a Conducive School Climate

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Every school is perceived as unique and has its own climate. Some schools are seen as better or worse than they are, some repulsive while others fostering. The climate of a school can be affected by factors from classroom management, professional community, sense of personal efficacy and the teachers beliefs about students ability.

The importance of understanding and handling a positive learning climate is apparent . Studies shows undoubtedly that schools identified as being optimistic, secure, and encouraging atmospheres firmed on learners education do better than schools that deficient of this climate. Pleasant teaching-learning climate that motivates learners to value learning, the belief that learners can do better in their school work are among the learner-centered practices teachers need to extend to their learners. Efficient teachers create classroom climates in which academic rigor and intellectual challenge are accompanied by the emotional support and encouragement necessary to meet that challenge.

Similarly, encouraging open communication and trust among the members of the school community, stimulating discussion of important issues and providing task relevant information at appropriate times; assisting the analysis of external factors such as competition, external threats, environment problems and opportunities, the development of norms and roles within the group are helpful steps to achieve inter group dynamics that help people do task easily.

Considerably, the goals of the people working together in the school as well as the goals of the group as a whole is important. Developing a reward structure that enables people to realize their goals by working towards the group can result in a very productive group endeavor of creating a helpful school climate.

The advantages of building a favorable positive learning environment are clear; such school will be a place that learners like coming to each day, an institution for which parents will be appreciative and labored to sustain, and a cause of pleasure and inspiration for the community.

When promoting for a favorable school climate for learning, advocates of transform strategies must gaze at their teachers, the parents, and the people of the school and work together in one direction, focusing on the hindrance and the solutions to be done.

Eventually, creating a conducive school climate is a must. Nevertheless it can be extremely complicated for educators to alter the way people believe, when things start stepping in the right track, encouraging outcome will closely be seen.

The greatest gain for any educator who victoriously manages to develop his or her school climate is the certain awareness of ones person, social group, and others, because recognizing what people feel and think permits them to be motivated and guided.

CBT training from the University of Southampton

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At the Faculty of Social and Human Sciences within the University of Southampton, we offer a range of CBT training courses to help you gain the credentials to provide this type of service.

Cognitive Behaviour Therapy is a collaborative and evidence based psychological treatment. The National Institute for Clinical Excellence (NICE) recommends CBT for a range of mental health problems including depression, anxiety, psychosis, and personality disorders.

CBT enables us to understand the relationships between our feelings, thinking, behaviours and environment, and the ways in which these can become problematic. With an understanding of how mental health difficulties have developed and are maintained day to day, we can then support people to make changes if they so chose.

At the University of Southampton, we have a proven track record of providing effective CBT training. We are passionate about delivering high quality teaching, attending to the evidence base, service user involvement, and student support.

Our CBT training programmes are highly flexible. Whether you are new to CBT or an experienced clinician wishing to develop specialist skills, you can select modules to meet your particular training needs. We appreciate that you are likely to be juggling work, training and other commitments. For this reason we also offer flexibility in the length of time taken to complete CBT training courses.

On all measures of academic excellence, Psychology at Southampton has received rankings that place it among the leading centres in Britain in terms of research output and expertise.

For example, in 2009 we received a CHE Excellence award for postgraduate studies. In terms of publications, the School’s output per capita is one of the highest in the country, and it also has a successful record of raising research funding and grants.

For more information about CBT training from our team at the University of Southamptons Faculty of Social and Human Sciences, simply go online and visit the Psychology website at www.southampton.ac.uk/psychology

Citizenship Test Study Guide

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Announcing the launch of new educational publishing company

R.T. Publications is releasing its first study guide with numerous more to follow in the near future. Their new study guide,designed to help people pass the U.S. Citizenship exam and interview, is being praised and new and innovative. It has a simple, straightforward approach that is interesting yet easy to understand.

It can be found at citizenshipcd.com

A free, mini version with many study tips can be found at citizenshiptesttips.com This site is loaded with free citizenship and immigration information.

Now, a word from the founder of R.T. Publications and the author of the new citizenship study guide, Richard Rash:

R.T. Publications is a small, independently owned and operated publishing company dedicated to communities, whether they are next-door or a half a world away. We believe that to be truly free, one has to have easy access to accurate information that is true and understandable. Information can bring people and communities together for a common goal or cause and our mission is to be a part of this growing, positive trend.

Our passion at R.T. Publications is to teach, educate, inform and grow with people and communities. “Passing the U.S. Citizenship Interview: Yes, You Can Do It!” is a prime example of our passion at work. Have you ever attended a ceremony where new U.S. Citizens are being sworn in? Our founder and author of this study guide, Richard Rash, has attended numerous ceremonies, including his wife’s. He says the look of pride, joy, relief and gratitude on the faces of new Americans meld together and surrounds the person in an aura that glows like a parent gazing upon their new born child for the first time. That is what drives us, that is why we do what we do: to play a part in watershed moments in people’s lives.

We hope that our passion reflects in our work and we look forward to providing you with quality educational materials in the future. We encourage you to contact us with questions, suggestions, submissions, ideas or concerns.

I know of no more encouraging fact than the unquestionable ability of a person to elevate their life by conscious endeavor.

Henry David Thoreau

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